It's time to begin the conversations about project topics. We'd like everyone to have a topic approved by Sept. 20. You can initiate conversations with us by email or in person. Cera, Nora, Ellen, Wei: your primary contact is Carl. Dister, Nasim, Jeff, Tim: your primary contact is Elizabeth.<br>

+

<br>

+

+

<b>Discussion leaders</b>: Please email a pdf with discussion questions to both Elizabeth and Carl. In the ideal world, this would happen no later than Tuesday night of the week you will present. we will post it on the website.<br>

This course has a mixed lecture/discussion format. In general, Tuesdays will be used for lectures that provide an overview and background information. Thursdays will be dedicated to student-led discussion based on reading from the literature. We expect everyone to participate actively in the class. In order to help prepare for discussions, you should write a brief (<1 page) reaction piece to each set of readings, highlighting your thoughts about the readings, connections between them or questions raised by them. This will be handed in each week. Responsibility for leading the discussions will rotate.

This course has a mixed lecture/discussion format. In general, Tuesdays will be used for lectures that provide an overview and background information. Thursdays will be dedicated to student-led discussion based on reading from the literature. We expect everyone to participate actively in the class. In order to help prepare for discussions, you should write a brief (<1 page) reaction piece to each set of readings, highlighting your thoughts about the readings, connections between them or questions raised by them. This will be handed in each week. Responsibility for leading the discussions will rotate.

−

You are expected to complete an independent project on a topic of your choice. Ideally, your topic will be closely connected to your own research interests, and also integrate multiple topics covered in class . You should discuss your choice of topics with one of us no later than Friday, October 4. To help you stay on track, an outline and relevant references are due on Tuesday, Nov. 12. The final project paper is due Tuesday, Dec. 3, and the last week of class will be devoted to presentations and discussions based on these projects.

+

You are expected to complete an independent project on a topic of your choice. Ideally, your topic will be closely connected to your own research interests, and also integrate multiple topics covered in class . You should discuss your choice of topics with one of us no later than Friday, Sept. 20. To help you stay on track, an outline and relevant references are due on Tuesday, Oct. 8. The final project paper is due by Monday Nov. 25, and the last week of class will be devoted to presentations and discussions based on these projects.

There will be one take-home exam due the day of the Final Exam. It will consist of one or several essay questions that will ask you to integrate the knowledge that you have acquired during the course.

There will be one take-home exam due the day of the Final Exam. It will consist of one or several essay questions that will ask you to integrate the knowledge that you have acquired during the course.

Arendt, J. and D. Reznick. 2008. Convergence and parallelism reconsidered: what have we learned about the genetics of adaptation? Trends in Ecology & Evolution 23: 26-32. 10.1016/j.tree.2007.09.011

+

<br><br>

Discussion Readings:<br>

Discussion Readings:<br>

+

Zhang, R., C. C. Guo, et al. 2013. Disruption of the petal identity gene APETALA3-3 is highly correlated with loss of petals within the buttercup family (Ranunculaceae). Proceedings of the National Academy of Sciences of the United States of America 110: 5074-5079. 10.1073/pnas.1219690110

Description

This is an advanced course that explores the interface between evolutionary biology and developmental biology. In addition to considering how developmental pathways evolve, and the developmental basis of phenotypic evolution, we will ask what novel insights emerge from a synthesis of these fields. Major topics to be considered include the following: developmental constraints, homology, plasticity, novelty and evolvability.

Announcements and Handouts

It's time to begin the conversations about project topics. We'd like everyone to have a topic approved by Sept. 20. You can initiate conversations with us by email or in person. Cera, Nora, Ellen, Wei: your primary contact is Carl. Dister, Nasim, Jeff, Tim: your primary contact is Elizabeth.

Discussion leaders: Please email a pdf with discussion questions to both Elizabeth and Carl. In the ideal world, this would happen no later than Tuesday night of the week you will present. we will post it on the website.

Expectations and Grading

This course has a mixed lecture/discussion format. In general, Tuesdays will be used for lectures that provide an overview and background information. Thursdays will be dedicated to student-led discussion based on reading from the literature. We expect everyone to participate actively in the class. In order to help prepare for discussions, you should write a brief (<1 page) reaction piece to each set of readings, highlighting your thoughts about the readings, connections between them or questions raised by them. This will be handed in each week. Responsibility for leading the discussions will rotate.
You are expected to complete an independent project on a topic of your choice. Ideally, your topic will be closely connected to your own research interests, and also integrate multiple topics covered in class . You should discuss your choice of topics with one of us no later than Friday, Sept. 20. To help you stay on track, an outline and relevant references are due on Tuesday, Oct. 8. The final project paper is due by Monday Nov. 25, and the last week of class will be devoted to presentations and discussions based on these projects.
There will be one take-home exam due the day of the Final Exam. It will consist of one or several essay questions that will ask you to integrate the knowledge that you have acquired during the course.

Discussion Readings:
Zhang, R., C. C. Guo, et al. 2013. Disruption of the petal identity gene APETALA3-3 is highly correlated with loss of petals within the buttercup family (Ranunculaceae). Proceedings of the National Academy of Sciences of the United States of America 110: 5074-5079. 10.1073/pnas.1219690110